EXPLORING TEACHER’S EXPERIENCE IN TEACHING ENGLISH GRAMMAR TO STUDENTS OF AUTISM SPECTRUM DISORDER

Abstract

Teaching English grammar to students with Autism Spectrum Disorder (ASD) presents various instructional challenges for teachers in inclusive classrooms due to students' diverse learning characteristics and needs. This study aimed to explore teachers' experiences in teaching English grammar to students with ASD in an inclusive educational setting. The study employed a qualitative research design using Braun and Clarke's thematic analysis. Data were collected through semi-structured interviews, classroom observations, and document analysis, with the English teacher serving as the key informant and supported by additional data sources. The findings revealed eight major themes: students found difficulty in understanding grammar, teachers applied face-to-face interaction, teachers needed additional instructional time, shadow teachers implemented teachers' instructions, shadow teachers communicated students' learning problems to teachers, differences in shadow teachers' firmness influenced students' learning, teachers taught students with different interests and characteristics, and teachers adjusted learning to students' capacities. These findings indicate that teaching English grammar to students with ASD requires instructional flexibility, individualized support, effective collaboration with shadow teachers, and continuous adaptation to students' diverse learning needs. The study concludes that understanding students' individual characteristics and adjusting instructional strategies are essential for creating a more inclusive and supportive English grammar learning environment.